THE USE OF INSTRUCTIONAL MATERIAL FOR EFFECTIVE TEACHING AND LEARNING OF CRS IN SECONDARY SCHOOL I
CHAPTER ONE
INTRODUCTION
Background of the Study
Instructional material is crucial to teaching and learning processes. A dedicated classroom teacher feels satisfied when he realizes the objectives he has set out to achieve for every lesson. In order to achieve this, a trained teacher employs a number of methods, design and actions, one of which includes the use of instructional material. Instructional materials are referred to as the resources which both the teachers and students use for the purpose of effective teaching and learning. Okwo (1996) defined instructional materials as those materials that teachers can use in teaching to facilitate the learning of a particular subject or lesson. The list of instructional materials are inexhaustible and their limit is the teacher’s level of resourcefulness, creativity and imagination. Rominszowski (1996) listed instructional material to include newspaper, magazines, pictures, textbooks, chalkboard, laboratory equipment, posters, bulletins, journal, radio, television, audiocassettes, tapes, film scripts and slides. Others are overhead and opaque projector, real objects and computer. Okebukola (2003) described instructional materials as information multipliers because they are capable of providing learners with opportunities to learn beyond teachers’ capabilities when utilized for instruction. Utilization of instructional material is the act of using and applying the available instructional material in the actual teaching/learning process. Where resources are supplied for instructional use, teachers are expected to utilize them to support a smooth and meaningful flow of instruction and promote understanding of the content being taught. To facilitate the teaching and learning of Christian Religious Studies in Secondary school schools, the skillful teacher can select those instructional materials that are relevant to the Christian Religious Studies curriculum. This could be implemented from the numerous instructional materials that abound in the market or that are available in the school. When instructional materials are not utilized, effective teaching and permanent learning are difficult to take place because students cannot actively participate in a way that challenge them to think creatively. Despite the intention of the Universal Basic Education (UBE) Programme, adequate provision and utilization of instructional material for effective teaching and learning of Christian Religious Studies has not been attained.